StudentBehavior

PositivePraise
WhyshouldIdoit:

Ithelpskeepstudentsengaged

Boostsconfidence,selfconcept,andselfesteem

Increasesstudentbuyin

Buildsrapportandtrust

Increasesstudentsdesireanddrivetopleaseandsucceed

Helpsembedaninternaldesiretotry,succeed,andpersist

Helpsstudentstopushthroughdifficulty,barriers,blocks,etc

WhenshouldIdoit:

Positivepraise,accordingtoresearch,shouldalwaysbedonewitheverystudentata
ratioofatleast4positivepraisesto1criticism

Whenstudentsexhibitgoodbehavior,expectations,helpothers,showgenerosity,
share,etc

Whenstudentsputforthgoodeffort

Whenstudentssucceed,overcome,persist,pushthrough,achieve,etc

Whenstudentsdemonstratepositivebehaviors

Whenstudentsuseproductivecopingskills,problemsolvingskills,etc

Whenstudentsareindependent,selfstart,etc

Whenyouwanttoincreaseapositivebehavior

Whenyouwanttoimprovetrustandrapportwithstudents

HowdoIdoit:

Praise,accordingtoresearch,shouldbegiveninaratioof
atleast
4praisesto1
criticism

Praisecanbedoneeitherquietlyorifthestudentismotivatedbypeerapproval,can
bedoneinfrontoftheclass

Praisecanbeverbalorphysical(likepatontheback,fistpump,headnod,etc.)

Whendeliveringpraise,usedirecteyecontact,positivedemeanor,openbody
position,andgettothelevelofthestudentifpossible

Makepraisesspecific,personalized,andindividualized

StudentBehavior
TeachConflictResolutionSkills
WhyshouldIdoit:

Manystudentslackbasicskillsnecessaryforsolvingandresolvingdailyconflictswithother
students,adults,authorityfigures,etc

Enablesandempowersstudentstobemoreindependentandhighlyfunctioning

Increasesinstructionaltime

Promotesmaturityandimprovesselfconfidence

Reducestattling,bickering,anddisruptions

WhenshouldIdoit:

Conflictresolutionskillsaregoodtoteachallkidsinyourclassesatthebeginningoftheyear
andthenagainonceamonthtokeepthestrategiesfreshinkidsminds

Whenstudentsbicker,argue,andfightalot

Whenyoulosetimeduetostudentconflictsanddisagreements

Whenastudentisbeingsuspendedalotduetofightingandconflictswithstudentsandadults

Whenstudentshavetroublecompromising,takingturns,sharing,etc

HowdoIdoit:

IMPORTANTNOTE!

AttheTier1Level,thinkofdoingconflictresolutionlessonsand
interventionsforthewholeclassorgroups
AttheTier2level,thinkofdoingconflictresolutionlessonsand
interventionsforgroupsandindividuals
AttheTier3level,thinkofcustomizingspecificconflictresolutionlessons
andinterventionsforspecificstudents
Conflictresolutionskillsshouldbetaughtandrevisitedonaregularbasisandshould
includeroleplayingtopracticetheskills

Whenstudentsfailtousethetaughtskills,havethemreflectonhowtheycouldhave
handledthesituationorconflictandroleplayitwiththem

Modelproperconflictresolutionskillsforyourkidswithanyopportunityyouget,and
pointouttothestudentsafterwardhowyouusedtheskills

StudentBehavior
AvoidPowerStruggles
WhyshouldIdoit:

Itisaquickmethodtodeescalateastudent

Preventsstudentsfromfeedingoffoftheattentionoftheclassorothers

Breaksthecycleofescalation,tension,intensity,etc

Reducesthelikelihoodoffurtherphysical,verbal,andotherconflict

Establishesyourpositionasbeingoutsideofthestudentstacticsandusualattemptstogetwhat
theywant

Helpsteachstudentsthatengaginginpowerstrugglesisfutileandwillnotgetthemwhat/where
theywant

Helpsyou,theadult,remaincalm,clearheaded,andmoreabletomakegooddecisionsand
actions

WhenshouldIdoit:

Whenastudentistryingtoverballyengageyouinanargument

Whenastudentbecomesveryinsistent,argumentative,andwillnotdropthepoint

Whenastudentbecomesagitated,raisestheirvoice,becomesphysicallyorverballyaggressive
orthreatening,orbecomesthreateninginanyotherway

Whentheissuethestudentisarguingaboutisnotessential,important,orcrucial

Whenitseemsthestudentisnolongerinterestedinsolvingaproblem,butprovokingandbeing
right

Whenastudentjustwantstobecorrect,right,orwin

Whenastudentseemstobetakingitpersonallyandcannothandletheissue,topic,etc

Whengivingdirectives,directions,corrections,orreprimands

HowdoIdoit:

Thistechniquetakesalotofpatience,support,selfcontrolandselftalk

Keepresponsesbrief,tothepoint,andavoidlecturing,talkingatlength,orpatronizing

Useacalmandneutraltone

DONOTmatchtheemotionallevelofthestudent,ratherremaincalm,cool,andcollected

Statetheexpectation,thenwalkaway

Offerseveralchoices,giveatimelinetodecidewithin,andwalkaway

Trystatingtheexpectationandconsequence,tellthestudentthechoiceistheirs,andwalkaway

Removestudentfromsituationanddiscusstheissueaftertimetocalmdown

UsereflectivelisteningIamhearingthatyoufeelthisassignmentisunnecessary

StudentBehavior

Askopenendedquestions

Usebodylanguagethatrepresentsopenness

Validatestudentsfeelings

Tellthestudentyouwanttohearwhattheyhavetosay,butyoubothneedabreakorbreather
beforetalking

Withbelligerentstudentswhoargueorengageinconflictonpurposeandwithintentionality,tell
thestudentyouwilltalkwiththemlaterwhentheycandosoappropriatelyandwalkawayor
statetheexpectationandwalkaway

Trykeepingalistofrulesandexpectationsonthewallorothervisiblelocation,andwhena
studentattemptstoengageyouinconflict,simplypointtotheappropriateandrelevant
expectationonthelistandwalkaway(youmaywanttoexplainthisstrategytothestudent
beforeimplementingit)

Createaclasssystemorprotocolforbringingupgrievances,disagreements,complaints,
issues,problems,etc

Teachandpracticeatechniqueormethodwiththeclassonhowtohaveadisagreementwith
others

Askthestudenttryingtoengageinapowerstruggletogobacktotheirseatandwritetheir
concernsonapaper,placingitontheteachersdeskwhencompleted